So I Have the Prioritized CCCs

…..now what?

https://wiki.ncscpartners.org

2

Find The Grade At Which Your Student Will Be Tested

1. Grade in which they are enrolled

2. Chronological age

3

Understand The CCCs Within The Context Of The CCSS Make sure you fully understand the concept of the

CCSS, CCC, and Essential Understanding Talk to a content area expert such as a general education

teacher Check the NCSC Content Modules to:

Review/learn more about the concept Identify essential vocabulary Find related ideas organized around the principles of UDL See real-world applications and CCR standards

Check the Element Cards to: Review/learn more about the concept Find instructional strategies Find suggestions for supports

4

Think About The CCCs In Relationship To Your Student Group the CCCs according to

those you think are:

1. Readily achievable

2. Realistic but will take some time and thought

3. So far away that you wonder when or even if the student will ever reach them

5

Think About The CCCs In Relationship To Your Student

Use the Learning Progressions Frameworks to identify what gaps in understanding your student may have

Use the Instructional Families to see how CCCs relate to each other within and across grades

Plan your individualized instruction, especially on the CCCs you placed in groups 3 & 2 (see previous slide)

6

Plan Your Instruction Look at the Learning Progressions Frameworks to compare your student’s progress toward the standards to typical pathways of most student’s and identify any gaps in your student’s knowledge

Use that information to: Think about how you might instructionally fill those

gaps OR Provide supports and/or scaffolds to help your

student work through or around those gaps

7

Plan Your Instruction Look at the Instructional Families to see how the

prioritized CCCs connect with: Other related CCCs at the same grade level CCCs at earlier grade levels CCCs at future grade levels

Use that information to: Use related CCCs to support the prioritized ones AND Support the ongoing concept development

8

Teach!

Find out when according to your school’s curriculum map the concepts that contain the CCCs will be taught

Find opportunities to pre-teach the CCCs you placed in groups 3 & 2 to your student well before they come up according to the curriculum map schedule

9

Teach!

Use the general education curriculum as your base for Materials Activities Strategies

You can find NCSC general education resources in the Content Modules Curriculum Resource Guides Universal Design for Learning Units

10

Teach! Use UDL to develop or analyze previously developed

lessons1. Review the lessons to be taught, incorporating as

necessary, additional Means of representation Means of expression Means of engagement

2. Identify any barriers that your student might encounter3. Plan for removing/reducing those barriers by providing

Adjustments to the instructional materials, activities, and/or strategies (don’t change the content!)

Additional supports and/or scaffolds

http://keystoneassessment.com/publications/gradelevelcontent/

11

If Your Student Is Still Struggling… Provide additional direct instruction

If you are using the NCSC UDL units1. Provide instruction through the Concept Reinforcement

Activities (CRAs) embedded within most lessons2. Go back to the lessons themselves

If you are using other general education units or lessons1. Use the NCSC UDL units as a model, develop and use

CRAs of your own as necessary2. Go back to the lessons themselves

Implement a SASSI (LASSI or MASSI)

Evidence–based instructional strategies are referenced and used with the CRAs and the SASSIs. Specific information on each of these strategies can be found in the NCSC Instructional Resource Guide.

12

Don’t Get Discouraged!Remember that teaching standards differs in many respects from “traditional” special education instruction.

Focus is on concept development versus skill mastery Concepts get instructionally revisited/retaught/

reviewed throughout the school year Concepts build year after year Concepts are like puzzles

You see what the picture is when you get enough pieces You don’t have to have all the pieces to get the picture